Bergen Community College
Division of Arts and Humanities
Department of Philosophy and Religion
Course Syllabus
PHR-100- Reasoning
The unexamined life is not worth living." - Socrates
Fall 2010: MF
Instructor: Benjamin Wage, M.A. Ph.L.
Office Hours: (by appointment only)
Email: bwage@bergen.edu
Course Description
PHR-100 Reasoning is an introduction to the theory and practice of critical thinking. Topics covered may include the qualities and attitudes of the critical thinker; the nature and importance of rationality; the weighing of evidence and the rationality of belief; common errors in reasoning (e.g., fallacies); the evaluation of concepts and definitions; the analysis and evaluation of arguments in ordinary language; argument diagramming; and reasoning about causes and probability. Examples will be drawn from the sciences, medicine, politics, ethics, philosophy, media, literature, and art.
General Education Course
Humanities Elective
3 lectures, 3 credits
Student Learning Objectives: As a result of meeting the requirements in this course, students will be able to
1. identify and summarize the qualities, attitudes, and goals of the critical thinker;
2. identify, analyze, and evaluate arguments occurring in natural language;
3. demonstrate knowledge of the principles of good reasoning;
4. detect and identify faulty and fallacious reasoning; and
5. produce good arguments, both orally and in writing.
In pursuit of the above goals, the course is based on reading a standard textbook in informal logic or critical thinking, in which basic information is learned and skills developed and practiced. The course concentrates on application instead of theory. Consequently, much class time is spent doing and discussing exercises. The exercises are usually contained within the textbook, and may be provided in other workbooks and handouts.
Departmental Policy Syllabus
The Student Learning Objectives (SLOs) in this course are intended to be aligned with as many of the college's Core Competencies and General Education Goals as possible. They are also correlated with the overall Learning Goals of the Philosophy Program. In addition, student progress in reaching the course's SLOs is to be assessed through a variety of assessment types (tools) and on the basis of a variety of assessment criteria. These alignments and correlations are depicted in the attached document. [Back to course listing]
Course Content
PHR-100 is the first level course in a(n) (optional) three-semester sequence in logic, and it is essentially a course in informal (non-symbolic) logic and applied epistemology. However, it should be noted that this course is autonomous, and students are not required to take further courses in logic. Nonetheless, the course will provide a good foundation for further study in logic. PHR-103: Basic Logic has categorical (Aristotelian) and propositional (sentential) logic as its centerpiece, and PHR-203: Intermediate Logic focuses on predicate logic, modal logic, and issues in philosophical logic. Consequently, those teaching PHR-100 should not present a formal deductive system as a way of analyzing arguments.
The following Sample Course Outline is a brief illustration of the kinds of topics that might be presented in this course:
Sample Course Outline
I. Analysis of Natural Language
II. Analysis of Arguments
III. Argument Evaluation and Applied Epistemology
IV. Evaluation of Reasoning in Non-arguments
V. Special Areas
A. Legal Reasoning
B. Moral Reasoning
C. Abductive Reasoning and Inference to the Best Explanation
D. Statistics and Risk
Special Features of the Course: Course Content: A. Introductory lectures covering basic terminology.
Reading carefully -- recognizing arguments and persuasive appeals.
Argument analysis -- premises and conclusions.
Deductive and Inductive reasoning.
Valid, Invalid, and Sound arguments.
B. Common logical (informal) fallacies. Students will be expected to read the daily newspaper and other periodicals and be cognizant of local, national, and international issues. (15%, Chapters 4-5) (An excellent source for understanding national and international issues, and one that will be used often in this class, is the New York Times.) In this section of the course, considerable emphasis will be placed on the formal presentation and critical evaluation of evidence. Fallacies to be learned.
1. Appeals to Authority
11. Ad Hominem Abusive
2. Appeals to Popularity
12. Ad Hominem Circumstantial
3. Appeals to Loyalty
13. Questionable Dilemma
4. Provincialism
14. Straw Person
5. Traditional Wisdom
15. Suppressed Evidence
6. Two Wrongs Make a Right
16. Ambiguity-Equivocation
7. Hasty Conclusion
17. Begging the Question
8. Questionable Cause
18. Irrelevant Reason
9. Questionable Analogy
19. Complex Question
10. Slippery Slope
20. Appeal to Ignorance
C. Basic skills of symbolic logic. Although the material will be presented by lecture and class handouts, a significant proportion of the work will consist of student learning groups. Students will often be asked to form groups and compare answers to homework problems. (70%, Chapters 7-10) Content:
Symbolic Translation.
Truth Tables.
Formal Proofs of Validity (Copi's Nineteen Rules of Inference.)
Brief Truth Tables.
Multivalued (Fuzzy) Logic
For example, the use of learning technologies in the course (Internet, PowerPoint, et cetera); the inclusion of technological literacy and/or information literacy learning in the course.
Because PHR-100 is a General Education course, it has a substantial writing requirement. Consequently, students will be assigned at least one, and preferably two or more, well-designed out-of-class writing project(s) (other than examinations) during the course of the semester (journals, research papers, argument-analysis papers, book reviews, et cetera). Instructors shall respond to and comment on students' writing in detail.
Departmental Policy Syllabus
The writing assignments will be constructed in order to allow students to put into practice in essay format the skills and tools learned. Students will practice putting arguments into standard form, reconstructing arguments, evaluating arguments in critical, argumentative prose essays. Students will also practice providing arguments (premises, evidence) for conclusions.
GRADING
There will be five items — four tests and the final exam. The exams consist of true-false, multiple choice, etc., questions. They mainly consist of problems comparable to homework problems. Each of the first four tests counts 16% of the final grade. The final exam counts 30%. Homework counts 6% of the grade.
SUMMARY:
Test #1 (on Ch 1)
15%
Test #2 (on Ch 2)
15%
Test #3 (on Ch 3)
15%
Test #4 (on Ch 4 and 5)
15%
Final Exam (comprehensive)
30%
Homework
10%
Attendance Policy
BCC Attendance Policy:
All students are expected to attend punctually every scheduled meeting of each course in which they are registered. Attendance and lateness policies and sanctions are to be determined by the instructor for each section of each course. These will be established in writing on the individual course outline. Attendance will be kept by the instructor for administrative and counseling purposes.
Philosophy and Religion Departmental Attendance Policy:
Students are expected to attend class regularly and punctually. Attendance will be taken at each class session. It is expected that class will be conducted such that students will benefit in their written work by the lectures and class discussion. If students occasionally arrive late, they should be encouraged to enter quietly, not disturbing the class. If students miss class, they should be encouraged to use the course calendar to stay abreast of material. It is probably a good idea for students to find study partners and to exchange telephone numbers. Make-ups for examinations should be allowed by the instructor if, in the instructor's judgment, the student has presented a good excuse for missing the work. Instructors may penalize work which is late; however, the instructor's policies for make-ups and late work must be clearly specified on the student guide.
Attendance Policy in this Course:
Course Texts and/or Other Study Materials
COURSE OUTLINE AND CALENDAR
Table of contents
I. BASICS
1. The Power of Critical Thinking
Why It Matters
How It Works
Claims and Reasons
Reasons and Arguments
Arguments in the Rough
Critical Thinking and Writing: Module 1
2. The "Environment" of Critical Thinking
Perils of a Haunted Mind
The Almighty Self
The Power of the Group
Perils of a Haunted Worldview
Subjective Relativism
Social Relativism
Skepticism
Critical Thinking and Writing: Module 2
3. Making Sense of Arguments
Argument Basics
Judging Arguments
Finding Missing Parts
Argument Patterns
Diagramming Arguments
Assessing Long Arguments
Critical Thinking and Writing: Module 3
II. REASONS
4. Reasons for Belief and Doubt
When Claims Conflict
Experts and Evidence
Personal Experience
Impairment
Expectation
Innumeracy
Fooling Ourselves
Resisting Contrary Evidence
Looking for Confirming Evidence
Preferring Available Evidence
Claims in the News
Inside the News
Sorting Out the News
Critical Thinking and Writing: Module 4
5. Faulty Reasoning
Irrelevant Premises
Genetic Fallacy
Composition
Division
Appeal to the Person
Equivocation
Appeal to Popularity
Appeal to Tradition
Appeal to Ignorance
Appeal to Emotion
Red Herring
Straw Man
Unacceptable Premises
Begging the Question
False Dilemma
Slippery Slope
Hasty Generalization
Faulty Analogy
III. ARGUMENTS
6. Deductive Reasoning: Propositional Logic
Connectives and Truth Values
Conjunction
Disjunction
Negation
Conditional
Checking for Validity
Simple Arguments
Tricky Arguments
Streamlined Evaluation
7. Deductive Reasoning: Categorical Logic
Statements and Classes
Translations and Standard Form
Terms
Quantifiers
Diagramming Categorical Statements
Sizing Up Categorical Syllogisms
8. Inductive Reasoning
Enumerative Induction
Sample Size
Representativeness
Opinion Polls
Analogical Induction
Causal Arguments
Testing for Causes
Causal Confusions
Necessary and Sufficient Conditions
IV. EXPLANATIONS
9. Inference to the Best Explanation
Explanations and Inference
Theories and Consistency
Theories and Criteria
Testability
Fruitfulness
Scope
Simplicity
Conservatism
Telling Good Theories from Bad
A Doomed Flight
An Amazing Cure
10. Judging Scientific Theories
Science and Not Science
The Scientific Method
Testing Scientific Theories
Judging Scientific Theories
Copernicus Versus Ptolemy
Evolution Versus Creationism
Science and Weird Theories
Making Weird Mistakes
Leaping to the Weirdest Theory
Mixing What Seems with What Is
Misunderstanding the Possibilities
Judging Weird Theories
Crop Circles
Talking with the Dead
11. Judging Moral Arguments and Theories
Moral Arguments
Moral Theories
A Coherent Worldview
Appendix A: Essays for Evaluation
1. "Death Penalty Discriminates Against Black Crime Victims"
2. "Marine Parks"
3. "The Wrong Ruling on Vouchers"
4. "The Kalam Cosmological Argument"
5. "The Naturalist and the Supernaturalist"
6. "Misleading the Patient for Fun and Profit"
7. "Tight Limits on Stem Cells Betray Research Potential"
8. "The Cohabitation Epidemic"
9. "UFO Abductions"
10. "Amityville: The Horror of It All"
1. Read this syllabus (contains tons of information)
2. Order your books (bring your book by the Start Date)
All rules, regulations and policies found in the current BCC catalog should be followed by students enrolled in this class
T
BCC Grading Scale:
A 90 %
B+ 85 %
B 80 %
C+ 75 %
C 70%
D 60%
F less than 60 %
Grading Standard:
This course uses the following specific performance criteria to determine letter grades.
To receive a grade of A the following criteria must be met:
An average grade of 90% or better maintained on all tests, assignments, projects, journal work.
Active participation in classroom discussion and activities that reflects superior preparation and skill.
Conduct and attitude are open, respectful and of positive benefit to the class Individual improvement shows growth and progress.
To receive a grade of B the following criteria must be met:
An average grade of 80-89% maintained on all tests, assignments, projects, journal work. Active participation in classroom discussion and activities that reflects above average preparation and skill Conduct and attitude are open, respectful and of positive benefit to the class Individual improvement is actual and noticeable.
To receive a grade of C:
An average grade of 70-79% maintained on all tests, assignments, projects, journal work. Active participation in classroom discussion and activities that reflects average preparation and skill Conduct and attitude generally contribute to positive classroom atmosphere Show some signs of improvement.
The grade of D may be received if the following criteria combine to establish below average work an average grade of below 69% is maintained on all tests, assignments, projects, journal work. Participation in classroom discussion and activities reflects little preparation Conduct and attitude passive or need improvement Individual improvement is slight or not evident.
The grade of F may be received if criteria combine to establish failing work: A student is capable of doing passing work, but makes little or no effort to do so.
Grade Criteria for Papers
A (or Excellent): A-level work in philosophy is well-organized and well-written. The arguments and positions found in the assigned readings or described in lecture are presented accurately and concisely, and original argument or analysis is offered in a compelling way. A-level work in philosophy requires thinking through a problem at multiple levels, a willingness to challenge one's own position, and playing close attention to the underlying logic of the views and arguments under consideration.
B (or Good): B-level work in philosophy is work that has some of the merits and characteristics of A work, but not to a degree that warrants an A.
C (or Average): C-level work in philosophy is that in which the writing and organization is average or undistinguished, that exhibits misunderstandings of the assigned reading or lecture material, or that contains little argument or analysis that goes beyond lecture or class discussion.
D (or Below Average): D-level work in philosophy is that in which the writing or organization is poor, that exhibits serious misunderstandings of the assigned reading or lecture material, or that contains significant errors in the use of philosophical or logical methods (arguments, critical thinking, appeals
F (or Unsatisfactory): F-level work in philosophy is that in which the writing is so poor as to be unacceptable work from a college student, that exhibits egregious misunderstanding of the assigned reading or lecture material, or that contains pervasive errors in the use of philosophical or logical methods.
Classroom Behavior/ Decorum:
Rather than offering a comprehensive list of rules and regulations, I offer two general principles to which I expect students to adhere: the classroom is to be a place of respect for fellow students and for me, and it is to be a place conducive to learning.
Any action, behavior, or attitude that, in my opinion, violates the spirit of these principles is subject to disciplinary action. Our roles inside and outside of the classroom are to help each other to learn how to pursue searching for the truth. Students are to play an active role in promoting (rather than hindering) this noble undertaking.
1. Be respectful to everyone. Disruptive behavior will not be tolerated.
2. Be on time and seated when class begins and if you are late for some reason be sure to seat near the door and check with me before you leave so I will not record you absent.
Excessive tardiness/absences will result in either dropping the course or deduction of points.
3. Be prepared each meeting; bring your textbook and other materials to class.
Please participate in the class discussions and activities. Class participation is vitally important to learning and it demonstrates that you are prepared and willing to learn.
4. Please do not bring food or drink items to the class room unless you have enough to share with everyone.If you have a medical reason for an exception to this, please clarify it with the professor. Cell phones are to be turned off during class!!! Use of computers for taking notes is both permitted and encouraged.
For students who miss a day of class*
It is your responsibility to inquire with me when you return to class to see what you missed. I will give you the appropriate reading assignments, worksheets or handouts (if any), and homework assignments (if any). Please get the notes from the class you missed from a fellow classmate.
All homework assignments must be made-up and turned in. The amount of days missed is the amount of time you will have to make-up the homework and turn it in with no penalty.
All quizzes and tests must be made up within one week of the original quiz or test date. Please coordinate your make-up date with me. Quizzes or tests not made up will result in a zero.
Division of Arts and Humanities
Department of Philosophy and Religion
Course Syllabus
PHR-100- Reasoning
The unexamined life is not worth living." - Socrates
Fall 2010: MF
Instructor: Benjamin Wage, M.A. Ph.L.
Office Hours: (by appointment only)
Email: bwage@bergen.edu
Course Description
PHR-100 Reasoning is an introduction to the theory and practice of critical thinking. Topics covered may include the qualities and attitudes of the critical thinker; the nature and importance of rationality; the weighing of evidence and the rationality of belief; common errors in reasoning (e.g., fallacies); the evaluation of concepts and definitions; the analysis and evaluation of arguments in ordinary language; argument diagramming; and reasoning about causes and probability. Examples will be drawn from the sciences, medicine, politics, ethics, philosophy, media, literature, and art.
General Education Course
Humanities Elective
3 lectures, 3 credits
Student Learning Objectives: As a result of meeting the requirements in this course, students will be able to
1. identify and summarize the qualities, attitudes, and goals of the critical thinker;
2. identify, analyze, and evaluate arguments occurring in natural language;
3. demonstrate knowledge of the principles of good reasoning;
4. detect and identify faulty and fallacious reasoning; and
5. produce good arguments, both orally and in writing.
In pursuit of the above goals, the course is based on reading a standard textbook in informal logic or critical thinking, in which basic information is learned and skills developed and practiced. The course concentrates on application instead of theory. Consequently, much class time is spent doing and discussing exercises. The exercises are usually contained within the textbook, and may be provided in other workbooks and handouts.
Departmental Policy Syllabus
The Student Learning Objectives (SLOs) in this course are intended to be aligned with as many of the college's Core Competencies and General Education Goals as possible. They are also correlated with the overall Learning Goals of the Philosophy Program. In addition, student progress in reaching the course's SLOs is to be assessed through a variety of assessment types (tools) and on the basis of a variety of assessment criteria. These alignments and correlations are depicted in the attached document. [Back to course listing]
Course Content
PHR-100 is the first level course in a(n) (optional) three-semester sequence in logic, and it is essentially a course in informal (non-symbolic) logic and applied epistemology. However, it should be noted that this course is autonomous, and students are not required to take further courses in logic. Nonetheless, the course will provide a good foundation for further study in logic. PHR-103: Basic Logic has categorical (Aristotelian) and propositional (sentential) logic as its centerpiece, and PHR-203: Intermediate Logic focuses on predicate logic, modal logic, and issues in philosophical logic. Consequently, those teaching PHR-100 should not present a formal deductive system as a way of analyzing arguments.
The following Sample Course Outline is a brief illustration of the kinds of topics that might be presented in this course:
Sample Course Outline
I. Analysis of Natural Language
II. Analysis of Arguments
III. Argument Evaluation and Applied Epistemology
IV. Evaluation of Reasoning in Non-arguments
V. Special Areas
A. Legal Reasoning
B. Moral Reasoning
C. Abductive Reasoning and Inference to the Best Explanation
D. Statistics and Risk
Special Features of the Course:
Course Content:
A. Introductory lectures covering basic terminology.
- Reading carefully -- recognizing arguments and persuasive appeals.
- Argument analysis -- premises and conclusions.
- Deductive and Inductive reasoning.
- Valid, Invalid, and Sound arguments.
B. Common logical (informal) fallacies. Students will be expected to read the daily newspaper and other periodicals and be cognizant of local, national, and international issues. (15%, Chapters 4-5) (An excellent source for understanding national and international issues, and one that will be used often in this class, is the New York Times.) In this section of the course, considerable emphasis will be placed on the formal presentation and critical evaluation of evidence.Fallacies to be learned.
Content:
For example, the use of learning technologies in the course (Internet, PowerPoint, et cetera); the inclusion of technological literacy and/or information literacy learning in the course.
Because PHR-100 is a General Education course, it has a substantial writing requirement. Consequently, students will be assigned at least one, and preferably two or more, well-designed out-of-class writing project(s) (other than examinations) during the course of the semester (journals, research papers, argument-analysis papers, book reviews, et cetera). Instructors shall respond to and comment on students' writing in detail.
Departmental Policy Syllabus
The writing assignments will be constructed in order to allow students to put into practice in essay format the skills and tools learned. Students will practice putting arguments into standard form, reconstructing arguments, evaluating arguments in critical, argumentative prose essays. Students will also practice providing arguments (premises, evidence) for conclusions.
GRADING
There will be five items — four tests and the final exam. The exams consist of true-false, multiple choice, etc., questions. They mainly consist of problems comparable to homework problems. Each of the first four tests counts 16% of the final grade. The final exam counts 30%. Homework counts 6% of the grade.SUMMARY:
Attendance Policy
BCC Attendance Policy:
All students are expected to attend punctually every scheduled meeting of each course in which they are registered. Attendance and lateness policies and sanctions are to be determined by the instructor for each section of each course. These will be established in writing on the individual course outline. Attendance will be kept by the instructor for administrative and counseling purposes.
Philosophy and Religion Departmental Attendance Policy:
Students are expected to attend class regularly and punctually. Attendance will be taken at each class session. It is expected that class will be conducted such that students will benefit in their written work by the lectures and class discussion. If students occasionally arrive late, they should be encouraged to enter quietly, not disturbing the class. If students miss class, they should be encouraged to use the course calendar to stay abreast of material. It is probably a good idea for students to find study partners and to exchange telephone numbers. Make-ups for examinations should be allowed by the instructor if, in the instructor's judgment, the student has presented a good excuse for missing the work. Instructors may penalize work which is late; however, the instructor's policies for make-ups and late work must be clearly specified on the student guide.
Attendance Policy in this Course:
Course Texts and/or Other Study Materials
COURSE OUTLINE AND CALENDAR
Table of contents
I. BASICS
1. The Power of Critical Thinking- Why It Matters
- How It Works
- Claims and Reasons
- Reasons and Arguments
- Arguments in the Rough
- Critical Thinking and Writing: Module 1
2. The "Environment" of Critical Thinking- Perils of a Haunted Mind
- The Almighty Self
- The Power of the Group
- Perils of a Haunted Worldview
- Subjective Relativism
- Social Relativism
- Skepticism
- Critical Thinking and Writing: Module 2
3. Making Sense of ArgumentsII. REASONS
4. Reasons for Belief and Doubt- When Claims Conflict
- Experts and Evidence
- Personal Experience
- Impairment
- Expectation
- Innumeracy
- Fooling Ourselves
- Resisting Contrary Evidence
- Looking for Confirming Evidence
- Preferring Available Evidence
- Claims in the News
- Inside the News
- Sorting Out the News
- Critical Thinking and Writing: Module 4
5. Faulty ReasoningIII. ARGUMENTS
6. Deductive Reasoning: Propositional Logic- Connectives and Truth Values
- Conjunction
- Disjunction
- Negation
- Conditional
- Checking for Validity
- Simple Arguments
- Tricky Arguments
- Streamlined Evaluation
7. Deductive Reasoning: Categorical Logic- Statements and Classes
- Translations and Standard Form
- Terms
- Quantifiers
- Diagramming Categorical Statements
- Sizing Up Categorical Syllogisms
8. Inductive ReasoningIV. EXPLANATIONS
9. Inference to the Best Explanation- Explanations and Inference
- Theories and Consistency
- Theories and Criteria
- Testability
- Fruitfulness
- Scope
- Simplicity
- Conservatism
- Telling Good Theories from Bad
- A Doomed Flight
- An Amazing Cure
10. Judging Scientific Theories- Science and Not Science
- The Scientific Method
- Testing Scientific Theories
- Judging Scientific Theories
- Copernicus Versus Ptolemy
- Evolution Versus Creationism
- Science and Weird Theories
- Making Weird Mistakes
- Leaping to the Weirdest Theory
- Mixing What Seems with What Is
- Misunderstanding the Possibilities
- Judging Weird Theories
- Crop Circles
- Talking with the Dead
11. Judging Moral Arguments and Theories- Moral Arguments
- Moral Theories
- A Coherent Worldview
Appendix A: Essays for Evaluation- 1. "Death Penalty Discriminates Against Black Crime Victims"
- 2. "Marine Parks"
- 3. "The Wrong Ruling on Vouchers"
- 4. "The Kalam Cosmological Argument"
- 5. "The Naturalist and the Supernaturalist"
- 6. "Misleading the Patient for Fun and Profit"
- 7. "Tight Limits on Stem Cells Betray Research Potential"
- 8. "The Cohabitation Epidemic"
- 9. "UFO Abductions"
- 10. "Amityville: The Horror of It All"
1. Read this syllabus (contains tons of information)2. Order your books (bring your book by the Start Date)
All rules, regulations and policies found in the current BCC catalog should be followed by students enrolled in this class
T
BCC Grading Scale:
A 90 %
B+ 85 %
B 80 %
C+ 75 %
C 70%
D 60%
F less than 60 %
Grading Standard:
This course uses the following specific performance criteria to determine letter grades.
To receive a grade of A the following criteria must be met:
An average grade of 90% or better maintained on all tests, assignments, projects, journal work.
Active participation in classroom discussion and activities that reflects superior preparation and skill.
Conduct and attitude are open, respectful and of positive benefit to the class Individual improvement shows growth and progress.
To receive a grade of B the following criteria must be met:
An average grade of 80-89% maintained on all tests, assignments, projects, journal work. Active participation in classroom discussion and activities that reflects above average preparation and skill Conduct and attitude are open, respectful and of positive benefit to the class Individual improvement is actual and noticeable.
To receive a grade of C:
An average grade of 70-79% maintained on all tests, assignments, projects, journal work. Active participation in classroom discussion and activities that reflects average preparation and skill Conduct and attitude generally contribute to positive classroom atmosphere Show some signs of improvement.
The grade of D may be received if the following criteria combine to establish below average work an average grade of below 69% is maintained on all tests, assignments, projects, journal work. Participation in classroom discussion and activities reflects little preparation Conduct and attitude passive or need improvement Individual improvement is slight or not evident.
The grade of F may be received if criteria combine to establish failing work: A student is capable of doing passing work, but makes little or no effort to do so.
Grade Criteria for Papers
A (or Excellent): A-level work in philosophy is well-organized and well-written. The arguments and positions found in the assigned readings or described in lecture are presented accurately and concisely, and original argument or analysis is offered in a compelling way. A-level work in philosophy requires thinking through a problem at multiple levels, a willingness to challenge one's own position, and playing close attention to the underlying logic of the views and arguments under consideration.
B (or Good): B-level work in philosophy is work that has some of the merits and characteristics of A work, but not to a degree that warrants an A.
C (or Average): C-level work in philosophy is that in which the writing and organization is average or undistinguished, that exhibits misunderstandings of the assigned reading or lecture material, or that contains little argument or analysis that goes beyond lecture or class discussion.
D (or Below Average): D-level work in philosophy is that in which the writing or organization is poor, that exhibits serious misunderstandings of the assigned reading or lecture material, or that contains significant errors in the use of philosophical or logical methods (arguments, critical thinking, appeals
F (or Unsatisfactory): F-level work in philosophy is that in which the writing is so poor as to be unacceptable work from a college student, that exhibits egregious misunderstanding of the assigned reading or lecture material, or that contains pervasive errors in the use of philosophical or logical methods.
Classroom Behavior/ Decorum:
Rather than offering a comprehensive list of rules and regulations, I offer two general principles to which I expect students to adhere: the classroom is to be a place of respect for fellow students and for me, and it is to be a place conducive to learning.
Any action, behavior, or attitude that, in my opinion, violates the spirit of these principles is subject to disciplinary action. Our roles inside and outside of the classroom are to help each other to learn how to pursue searching for the truth. Students are to play an active role in promoting (rather than hindering) this noble undertaking.
1. Be respectful to everyone. Disruptive behavior will not be tolerated.
2. Be on time and seated when class begins and if you are late for some reason be sure to seat near the door and check with me before you leave so I will not record you absent.
Excessive tardiness/absences will result in either dropping the course or deduction of points.
3. Be prepared each meeting; bring your textbook and other materials to class.
Please participate in the class discussions and activities. Class participation is vitally important to learning and it demonstrates that you are prepared and willing to learn.
4. Please do not bring food or drink items to the class room unless you have enough to share with everyone.If you have a medical reason for an exception to this, please clarify it with the professor. Cell phones are to be turned off during class!!! Use of computers for taking notes is both permitted and encouraged.
- For students who miss a day of class*
It is your responsibility to inquire with me when you return to class to see what you missed. I will give you the appropriate reading assignments, worksheets or handouts (if any), and homework assignments (if any). Please get the notes from the class you missed from a fellow classmate.All homework assignments must be made-up and turned in. The amount of days missed is the amount of time you will have to make-up the homework and turn it in with no penalty.
All quizzes and tests must be made up within one week of the original quiz or test date. Please coordinate your make-up date with me. Quizzes or tests not made up will result in a zero.